Literate Environment by lauren hill
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This document discusses literacy development in early childhood. It explains that teachers should use both cognitive and non-cognitive assessments to understand students' literacy backgrounds, reading abilities, and motivations. The document also discusses selecting texts using a literacy matrix that analyzes elements like readability, narrative style, and linguistic focus. Teachers are advised to select a variety of texts to model for students and encourage the use of reading strategies and skills.
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The document discusses a framework for literacy instruction involving three main components: learners, texts, and instructional practices. It examines how to analyze learners' interests and abilities to select appropriate texts and instructional methods to support literacy development. The framework includes an interactive perspective to teach reading skills, a critical perspective for evaluating texts, and a response perspective for personal reactions. The author describes applying strategies like word ladders, jump-in reading, and open-mind portraits for different perspectives with three students.
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The document outlines a literacy environment framework with three main components: learners, texts, and instructional practices. It emphasizes the importance of understanding students through cognitive and non-cognitive assessments in order to best support their literacy development and connect them with engaging texts. The framework also highlights interactive, critical, and response perspectives that are vital to literacy instruction and student learning.
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This document discusses strategies for selecting appropriate texts and instructional methods for literacy learners in pre-K through 3rd grade. It emphasizes using assessments to understand students' strengths and challenges, and choosing texts at the right level of difficulty to encourage learning and interest. Interactive instruction promotes independent reading skills through strategies like choral reading and group writing. The critical perspective teaches comprehension through discussion of misunderstandings, summarization, and making connections. Response-based learning allows for personal reactions and responses to texts based on students' identities and interests.
Literate environment
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Literate Environment Analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It emphasizes the importance of learning about students' backgrounds, interests, and literacy experiences. Teachers should use reading inventories and activities like "Me Stews" to understand their students as individuals. When selecting texts, factors like readability, length, structure, print size, and visual support should be considered to match texts to students' abilities. The document also outlines perspectives like interactive, critical, and responsive that teachers can adopt to strengthen students' reading, writing, analysis, and connection-making skills through strategies such as decoding practice, author studies, and response journals.
Literate Environment Analysis
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
Creating a literate environment parent
This document discusses creating a literate environment for students. It emphasizes the importance of getting to know students' attitudes and interests to plan effective lessons. The document recommends supplementing core reading materials with a variety of texts at different levels to engage students. It also stresses teaching students to be metacognitive and apply reading strategies interactively. Teachers should ask probing questions to help students think critically about texts and analyze authors' purposes and character motivations. The goal is to teach students to think deeply and respond meaningfully to what they read.
Creating a literate environment in the classroom, P-3
Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
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This document discusses strategies for selecting appropriate texts and instructional methods for literacy learners in pre-K through 3rd grade. It emphasizes using assessments to understand students' strengths and challenges, and choosing texts at the right level of difficulty to encourage learning and interest. Interactive instruction promotes independent reading skills through strategies like choral reading and group writing. The critical perspective teaches comprehension through discussion of misunderstandings, summarization, and making connections. Response-based learning allows for personal reactions and responses to texts based on students' identities and interests.
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The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
Creating a literate environment parent
This document discusses creating a literate environment for students. It emphasizes the importance of getting to know students' attitudes and interests to plan effective lessons. The document recommends supplementing core reading materials with a variety of texts at different levels to engage students. It also stresses teaching students to be metacognitive and apply reading strategies interactively. Teachers should ask probing questions to help students think critically about texts and analyze authors' purposes and character motivations. The goal is to teach students to think deeply and respond meaningfully to what they read.
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Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
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This document summarizes key aspects of literacy instruction and assessment. It discusses the importance of understanding students' backgrounds and selecting appropriate texts. Teachers should assess students to determine their literacy levels and address the interactive, critical, and response perspectives. The interactive perspective involves teaching reading and writing skills strategically and metacognitively. The critical perspective helps students evaluate texts, and the response perspective supports responding meaningfully to what they read. A variety of instructional strategies are recommended.
Creatingaliterateenvironment
This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.
Creating a literate learning environment
The document discusses creating a literate learning environment by getting to know literacy learners through consistent assessment, selecting appropriate texts, and using different literacy teaching perspectives. It emphasizes the importance of assessing students' cognitive and non-cognitive skills, exposing them to various text types based on their levels and interests, and incorporating strategies like read alouds and word walls. Researchers mention the need for multiple experiences with informational texts for young children and allowing response to take different forms.
Literate environment
The document discusses creating a literate environment for literacy learners. It describes assessing learners' cognitive and non-cognitive skills, selecting appropriate texts, and implementing activities to address the interactive, critical, and responsive perspectives of literacy. Assessments were used to understand learners and inform text selection. A variety of texts were chosen using a literacy matrix to ensure all perspectives were addressed. Activities activated background knowledge and evaluated texts from different perspectives.
Literate environment analysis
This document discusses literacy assessments and instruction for early readers. It describes using cognitive and non-cognitive assessments to understand students' literacy abilities and interests. Examples of assessments mentioned include running records, think-alouds, and attitude surveys. The document also discusses selecting texts based on readability, length, structure, print size, and visual support. Finally, it describes implementing interactive, critical, and response perspectives in literacy lessons to develop strategic processing and critical thinking.
Literate Environment Analysis Presentation
To create a literate environment for learners, teachers should:
1) Get to know their students' cognitive and affective literacy abilities through assessments.
2) Select texts that vary in genre, presentation, difficulty, and format using a literacy matrix.
3) Encourage students to think about texts from interactive, critical, and response perspectives using strategies like ranking story events and cross-checking unknown words.
Creating Literate Learners
This document discusses strategies for supporting literacy learners. It emphasizes getting to know students individually, monitoring their progress, and providing intervention. It also stresses selecting texts that interest students and building an interactive environment where students learn to respond to texts in various ways. The document advocates helping students develop critical thinking by questioning texts and considering deeper meanings. It stresses the importance of ensuring students take responsibility for learning and providing strategic reading instruction that aligns with how students think.
Discussion week 7 c7 (powepoint)
This document discusses various aspects of literacy learning and instruction. It addresses the importance of understanding students' cognitive and non-cognitive skills to help their literacy development. Examples of cognitive skills include spelling, writing, fluency and comprehension, while non-cognitive skills relate to attitudes, interests and learning styles. The document also discusses selecting appropriate texts for students using a literacy matrix, considering text type and difficulty. It emphasizes using interactive, critical and response perspectives in literacy lessons to engage students and help them think deeply.
Discussion week 7 c7 (powepoint)
This document discusses various aspects of literacy learning and instruction. It addresses the importance of understanding students' cognitive and non-cognitive skills to help their literacy development. Examples of cognitive skills include spelling, writing, fluency and comprehension, while non-cognitive skills relate to attitudes, interests and learning styles. The document also discusses selecting appropriate texts for students using a literacy matrix, considering text type and difficulty. It emphasizes using interactive, critical and response perspectives in literacy lessons to engage students and help them think deeply.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are interesting to students and match their reading level. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and examining texts to gain a deeper understanding.
Literate environment analysis
This document summarizes strategies for creating a literate environment for pre-K through 3rd grade students. It discusses gathering data on students' cognitive and noncognitive reading abilities using surveys and assessments. The importance of selecting a variety of leveled texts including narrative, informational, linguistic and semiotic is explained. Teaching methods aligned with the interactive, critical and response perspectives are outlined, including implementing strategies like KWL charts. The document concludes that to create a literate environment, teachers should get to know their students, select diverse texts, teach strategic reading skills, and encourage critical thinking and emotional responses to texts.
Discussion week 7 c7 (powepoint) final
This document discusses key aspects for literacy teachers to consider when getting to know their students and selecting reading materials. It emphasizes the importance of understanding both cognitive skills like spelling and comprehension as well as non-cognitive factors like attitude and learning style. The document also recommends that teachers use a literacy matrix to analyze and select texts that are appropriate for students' ability levels based on attributes like word length, sentence complexity, and whether the text is more visual or linguistic. Additionally, it stresses exposing students to a variety of literature that reflects their identities and cultures.
Learning Environment Analysis Presentation
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
Literate environment analysis presentation
The presenter discusses strategies for gaining an in-depth understanding of literacy learners through cognitive and non-cognitive assessments. This knowledge helps the presenter select texts that interest and connect to students from a variety of genres. Students are actively taught reading strategies and given opportunities to respond to texts creatively through journaling, art, acting out stories, and voice recordings. The presenter models strategic reading and differentiates instruction to scaffold students as they develop independence in using strategies.
LWitt Literate Environment Analysis Presentation
This document provides an analysis of creating a literate environment for early readers. It discusses assessing literacy learners using cognitive and noncognitive measures to understand their strengths, weaknesses, interests and attitudes. Texts are then selected based on readability, length, structure and other factors. Literacy lessons incorporate the interactive, critical and response perspectives. The interactive perspective focuses on strategic reading and writing using metacognitive strategies. The critical perspective develops analytical thinking and text evaluation. The response perspective allows personal connections and transformation through reading. Integrating all three perspectives creates well-rounded readers.
T streat literate environment analysis presentation 7 ppt
The document discusses research-based practices for getting to know literacy learners and selecting appropriate texts. It describes how the author assessed three elementary students using cognitive and non-cognitive methods. Based on the results, the author selected a familiar text to increase student motivation. The document also discusses developing literacy lessons using interactive, critical, and response perspectives. It provides an example lesson that uses strategic processing and activating prior knowledge to build comprehension.
Creating a Literate Environment
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Literate environment presentation
This document discusses creating a literate environment for students. It defines literacy as the ability to read and write to complete tasks in and out of school. It emphasizes the importance of getting to know students' interests through assessments in order to select appropriate texts. The document also discusses three perspectives for teaching literacy: interactive, which involves modeling strategies; critical, which involves evaluating texts; and response, which involves reflecting on and responding to texts. All three perspectives are important for creating a rich literacy environment where teachers can effectively teach and students can grow as readers.
Literate environment analysis presentation by Diana Villanueva
The document summarizes Diana Villanueva's presentation on creating a literate learning environment. It discusses conducting assessments to understand students' reading levels and interests. It also emphasizes the importance of exposing students to varied text types and genres. Strategies discussed include word study, think-alouds, double-entry journals, and character response journals. The presentation stresses teaching students multiple reading strategies and creating opportunities for meaningful student discussion and response to texts.
Literate Environment Analysis Presentation
This presentation discusses creating a literate environment for early readers. It covers getting to know literacy learners through assessments, selecting engaging texts, and developing literacy lessons using interactive and critical perspectives. Specific cognitive and noncognitive assessments are described along with a variety of texts selected for a small reading group. Examples of literacy lessons demonstrate modeling comprehension strategies and allowing students to make connections to texts.
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Literate environment presentation
This document summarizes key aspects of literacy instruction and assessment. It discusses the importance of understanding students' backgrounds and selecting appropriate texts. Teachers should assess students to determine their literacy levels and address the interactive, critical, and response perspectives. The interactive perspective involves teaching reading and writing skills strategically and metacognitively. The critical perspective helps students evaluate texts, and the response perspective supports responding meaningfully to what they read. A variety of instructional strategies are recommended.
Creatingaliterateenvironment
This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.
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The document discusses creating a literate learning environment by getting to know literacy learners through consistent assessment, selecting appropriate texts, and using different literacy teaching perspectives. It emphasizes the importance of assessing students' cognitive and non-cognitive skills, exposing them to various text types based on their levels and interests, and incorporating strategies like read alouds and word walls. Researchers mention the need for multiple experiences with informational texts for young children and allowing response to take different forms.
Literate environment
The document discusses creating a literate environment for literacy learners. It describes assessing learners' cognitive and non-cognitive skills, selecting appropriate texts, and implementing activities to address the interactive, critical, and responsive perspectives of literacy. Assessments were used to understand learners and inform text selection. A variety of texts were chosen using a literacy matrix to ensure all perspectives were addressed. Activities activated background knowledge and evaluated texts from different perspectives.
Literate environment analysis
This document discusses literacy assessments and instruction for early readers. It describes using cognitive and non-cognitive assessments to understand students' literacy abilities and interests. Examples of assessments mentioned include running records, think-alouds, and attitude surveys. The document also discusses selecting texts based on readability, length, structure, print size, and visual support. Finally, it describes implementing interactive, critical, and response perspectives in literacy lessons to develop strategic processing and critical thinking.
Literate Environment Analysis Presentation
To create a literate environment for learners, teachers should:
1) Get to know their students' cognitive and affective literacy abilities through assessments.
2) Select texts that vary in genre, presentation, difficulty, and format using a literacy matrix.
3) Encourage students to think about texts from interactive, critical, and response perspectives using strategies like ranking story events and cross-checking unknown words.
Creating Literate Learners
This document discusses strategies for supporting literacy learners. It emphasizes getting to know students individually, monitoring their progress, and providing intervention. It also stresses selecting texts that interest students and building an interactive environment where students learn to respond to texts in various ways. The document advocates helping students develop critical thinking by questioning texts and considering deeper meanings. It stresses the importance of ensuring students take responsibility for learning and providing strategic reading instruction that aligns with how students think.
Discussion week 7 c7 (powepoint)
This document discusses various aspects of literacy learning and instruction. It addresses the importance of understanding students' cognitive and non-cognitive skills to help their literacy development. Examples of cognitive skills include spelling, writing, fluency and comprehension, while non-cognitive skills relate to attitudes, interests and learning styles. The document also discusses selecting appropriate texts for students using a literacy matrix, considering text type and difficulty. It emphasizes using interactive, critical and response perspectives in literacy lessons to engage students and help them think deeply.
Discussion week 7 c7 (powepoint)
This document discusses various aspects of literacy learning and instruction. It addresses the importance of understanding students' cognitive and non-cognitive skills to help their literacy development. Examples of cognitive skills include spelling, writing, fluency and comprehension, while non-cognitive skills relate to attitudes, interests and learning styles. The document also discusses selecting appropriate texts for students using a literacy matrix, considering text type and difficulty. It emphasizes using interactive, critical and response perspectives in literacy lessons to engage students and help them think deeply.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are interesting to students and match their reading level. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and examining texts to gain a deeper understanding.
Literate environment analysis
This document summarizes strategies for creating a literate environment for pre-K through 3rd grade students. It discusses gathering data on students' cognitive and noncognitive reading abilities using surveys and assessments. The importance of selecting a variety of leveled texts including narrative, informational, linguistic and semiotic is explained. Teaching methods aligned with the interactive, critical and response perspectives are outlined, including implementing strategies like KWL charts. The document concludes that to create a literate environment, teachers should get to know their students, select diverse texts, teach strategic reading skills, and encourage critical thinking and emotional responses to texts.
Discussion week 7 c7 (powepoint) final
This document discusses key aspects for literacy teachers to consider when getting to know their students and selecting reading materials. It emphasizes the importance of understanding both cognitive skills like spelling and comprehension as well as non-cognitive factors like attitude and learning style. The document also recommends that teachers use a literacy matrix to analyze and select texts that are appropriate for students' ability levels based on attributes like word length, sentence complexity, and whether the text is more visual or linguistic. Additionally, it stresses exposing students to a variety of literature that reflects their identities and cultures.
Learning Environment Analysis Presentation
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
Literate environment analysis presentation
The presenter discusses strategies for gaining an in-depth understanding of literacy learners through cognitive and non-cognitive assessments. This knowledge helps the presenter select texts that interest and connect to students from a variety of genres. Students are actively taught reading strategies and given opportunities to respond to texts creatively through journaling, art, acting out stories, and voice recordings. The presenter models strategic reading and differentiates instruction to scaffold students as they develop independence in using strategies.
LWitt Literate Environment Analysis Presentation
This document provides an analysis of creating a literate environment for early readers. It discusses assessing literacy learners using cognitive and noncognitive measures to understand their strengths, weaknesses, interests and attitudes. Texts are then selected based on readability, length, structure and other factors. Literacy lessons incorporate the interactive, critical and response perspectives. The interactive perspective focuses on strategic reading and writing using metacognitive strategies. The critical perspective develops analytical thinking and text evaluation. The response perspective allows personal connections and transformation through reading. Integrating all three perspectives creates well-rounded readers.
T streat literate environment analysis presentation 7 ppt
The document discusses research-based practices for getting to know literacy learners and selecting appropriate texts. It describes how the author assessed three elementary students using cognitive and non-cognitive methods. Based on the results, the author selected a familiar text to increase student motivation. The document also discusses developing literacy lessons using interactive, critical, and response perspectives. It provides an example lesson that uses strategic processing and activating prior knowledge to build comprehension.
Creating a Literate Environment
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Literate environment presentation
This document discusses creating a literate environment for students. It defines literacy as the ability to read and write to complete tasks in and out of school. It emphasizes the importance of getting to know students' interests through assessments in order to select appropriate texts. The document also discusses three perspectives for teaching literacy: interactive, which involves modeling strategies; critical, which involves evaluating texts; and response, which involves reflecting on and responding to texts. All three perspectives are important for creating a rich literacy environment where teachers can effectively teach and students can grow as readers.
Literate environment analysis presentation by Diana Villanueva
The document summarizes Diana Villanueva's presentation on creating a literate learning environment. It discusses conducting assessments to understand students' reading levels and interests. It also emphasizes the importance of exposing students to varied text types and genres. Strategies discussed include word study, think-alouds, double-entry journals, and character response journals. The presentation stresses teaching students multiple reading strategies and creating opportunities for meaningful student discussion and response to texts.
Literate Environment Analysis Presentation
This presentation discusses creating a literate environment for early readers. It covers getting to know literacy learners through assessments, selecting engaging texts, and developing literacy lessons using interactive and critical perspectives. Specific cognitive and noncognitive assessments are described along with a variety of texts selected for a small reading group. Examples of literacy lessons demonstrate modeling comprehension strategies and allowing students to make connections to texts.
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The document discusses creating a literate environment in the 21st century. It emphasizes the importance of literacy education starting early and recognizing that a student's background and culture influence their literacy. The document outlines ways for educators to get to know students' cognitive and noncognitive development through assessments and using that information to select appropriate texts and lesson activities that interest students and build on their strengths.
Literate environment analysis
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
Fianl presentation
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
Literacy Environment ppt
This document discusses creating a literate environment for literacy learners by getting to know students, selecting appropriate texts, and using interactive and critical/response instructional strategies. It recommends assessing students' cultural backgrounds, interests, reading abilities and attitudes to understand their needs. A variety of fiction and nonfiction texts at different levels should be selected. Research-based practices like guided reading, word study, and choral reading are interactive strategies that support literacy development, while discussions and writing allow students to critically respond to texts.
Literate environment analysis
This document discusses creating an effective literacy classroom environment. It emphasizes getting to know students through assessments of their reading abilities, attitudes and motivation. The document also covers selecting appropriate texts at students' reading levels across genres. It describes implementing interactive, critical and response perspectives in literacy instruction, including modeling comprehension strategies and providing opportunities for student response and interaction with texts.
Literate Environment Analysis
The document discusses creating a literate environment for students. It emphasizes getting to know students through an "Alphabet Soup Activity" to understand their interests. The author also discusses using a "literacy matrix" to select appropriate texts at the right level to meet student goals. The literacy matrix considers students' cognitive and affective needs, text genres and structures, and instructional practices. The goal is to teach students to become strategic, critical, and independent readers and thinkers.
Creating a literate environment power point presentation
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
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- 1. LITERACY DEVELOPMENT IN EARLY CHILDHOOD LITERATE ENVIRONMENT ANALYSIS